Article Dans Une Revue European Educational Research Journal Année : 2016

Tracing the French policy PISA debate: A policy configuration approach

Résumé

This article traces the evolution of the French policy PISA debate from 2001 to 2014 by analysing the results of two original qualitative researches. Theoretically, this debate is the outcome of specific policy configurations, which predetermine its scope, content and effectiveness. These configurations are themselves described through their political, institutional, professional and cognitive dimensions. Thus, three configurations are highlighted, all of which favour different public discourses: the Programme for International Student Assessment (PISA) is seen as a topic only interesting to insiders (2001–2004), then as a politicised ranking (2005–2010) and, finally, as a tool purely for communication (2010–2014). The article shows that the major effect of PISA on the French education policy debate was to confirm and legitimate pre-existing opinions and policy stances, and that PISA was progressively scooped out from its statistical content.

Dates et versions

hal-04622427 , version 1 (24-06-2024)

Identifiants

Citer

Xavier Pons. Tracing the French policy PISA debate: A policy configuration approach. European Educational Research Journal, 2016, 15 (5), pp.580-597. ⟨10.1177/1474904116659492⟩. ⟨hal-04622427⟩
69 Consultations
0 Téléchargements

Altmetric

Partager

  • More